Washington State

Core Competencies for Child and Youth Development Professionals

What child and youth development professionals need to know and do to provide quality services for children and youth ages 5 – 18 years old and their families. Partial funding for the creation of the Washington State Core Competencies for Child and Youth Development Professionals came from the U.S. Department of Education.

For more information about the professional development in Washington, visit www.schoolsoutwashington.org Washington State Core Competencies for Child and Youth Development Professionals

The development of this document was supported by School’s Out Washington, with leadership and coordination by Jackie Jainga Hyllseth and Emily A. Emerson.

The statewide core competency committee, School’s Out Washington, in partnership with the Next Generation Youth Work Coalition undertook an extensive review of existing core competency documents. This document takes its starting framework from the Kansas and Missouri Competencies for Youth Development Professionals. Thank you for sharing your work.

First edition

Core Competencies 1 Acknowledgements Thank you to the Department of Early Learning for formatting and designing the Washington State Core Competencies for Child and Youth Development Professionals. We would like to thank all of the individuals who participated in the development, review, and revision of the core competencies, including more than 100 professionals who completed the online survey. A special thanks to Ilyse Kramer, our Professional Development Intern for creating the online survey. Additionally, we would like to thank the following organizations/programs for contributing staff time to participate in workgroup sessions between 2008 and 2010:

Editor Reviewers Participating Organizations in Stakeholders’ Gathering Susannah Davis Mary Katherine Deen, PhD. Washington State University Extension City of Seattle - Human Services Core Competencies Partners Morva McDonald, PhD. Department Debbie Barnes University of Washington City of Redmond – Parks and Recreation School’s Out Washington Trainer Nicole Yohalem Department of Early Learning Forum for Youth Investment Janet Edwards Forum for Youth Investment Highline Community College Washington State University Reviewers, Cultural Competency Office of the Superintendent of Public Krista Galloway Instruction and Responsiveness School’s Out Washington Omak School District Pam Garza Kathleen Groshong Raikes Foundation National 4-H Council Seattle Human Services Department Seattle Public Schools Elaine Johnson Seattle Parks and Recreation Kendra Han Academy for Educational Development SOAR New Futures Vivian Tseng, Ph.D. Spokane Regional Youth Department Kyla Lackie William T. Grant Foundation Washington Alliance for Better Schools SOAR Washington Association for the Francisco A. Villarruel, Ph.D. Racie McKee Education of Young Children Michigan State University Omak School District Washington Child Care Resource & Alicia Wilson-Ahlstrom Referral Network April Miller Forum for Youth Investment Washington State Department of Early School’s Out Washington Trainer Learning Pam O’Brien Reviewers, Youth Empowerment Washington State University Extension Office of the Superintendent of Public 4-H Instruction Adam Fletcher Washington Recreation Parks Association Private Consultant Sally Telzrow YMCA of Greater Seattle Seattle Public Schools Maureen Sedonaen Youth Leadership Institute Travis Smith Office of the Superintendent of Public Anderson Williams Instruction Oasis Center

Jim Westhusing Teddy Wright Washington Recreation Parks Association Private Consultant

Jessica Paul Werner YMCA of Greater Seattle

Ka’ohe Wong School’s Out Washington Trainer

Kevin Wright Washington State University Puyallup

2 Core Competencies Table of Contents Core Competencies: An Overview ...... 4

Content Area I: Child/Adolescent Growth and Development ...... 10

Content Area II: Learning Environment and Curriculum ...... 11 Creating the Learning Environment and General Curriculum ...... 11 Promoting Physical, Social, and Cognitive Development ...... 13 Promoting Communication Skills ...... 14 Promoting Creative Expression ...... 15

Content Area III: Child/Adolescent Observation and Assessment ...... 17

Content Area IV: Families, Communities, and Schools ...... 18 Relationships with Families ...... 18 Partnerships with Community ...... 19 Partnerships with Schools ...... 20

Content Area V: Safety and Wellness ...... 22 Knowledge of Regulations ...... 22 Environmental Safety ...... 23 Wellness ...... 24

Content Area VI: Interactions with Children/Youth ...... 26 Providing Individual Guidance ...... 26 Enhancing Group Experiences ...... 27

Content Area VII: Program Planning and Development ...... 28 Program Planning and Evaluation ...... 28 Personnel Management ...... 29 Financial Management ...... 29

Content Area VIII: Professional Development and Leadership ...... 30 Professionalism in Practice ...... 30 Ongoing Professional Growth ...... 31 Leadership and Advocacy ...... 32

Content Area IX: Cultural Competency and Responsiveness ...... 33

Content Area X: Youth Empowerment ...... 36

Glossary ...... 38 References ...... 40

Core Competencies 3 Core Competencies: An Overview

This is the first edition of theWashington State Core Competencies for Child and Youth Development Professionals. In 2009, the legislature called for the creation of a coherent system of professional development, including the definition of core competencies for early learning and school-age professionals. This document identifies the knowledge and skills a child and youth development professional needs to know and do to provide quality services for children, youth and their families. A collaborative statewide committee, led by School’s Out Washington, created the core competencies for child and youth development professionals using the Kansas and Missouri Core Competencies for Youth Development Professionals as a starting framework. The committee created the Washington State document with input from stakeholders through focus groups and a statewide online survey.

Core competencies are important because they: ›› Define what professionals need to know and be able to do in order to provide quality child and youth programming. ›S› erve as the foundation for decisions and practices carried out by professionals in all settings and programs. ›› Establish a set of standards that support the professionalization of the child and youth development field.

Different ways the core competencies may be used

Group Leaders, Child • Assess level of knowledge and skill in ten content areas and Youth Workers, Child • Identify specific areas of need for future professional development (e.g., training/ and Youth Development education) Professionals

Directors, Program • Specify professional development (e.g., training/education) requirements for Administrators staff job descriptions • Create staff professional development (e.g., training/education) plans and policies • Establish a salary scale based on staff achievement and experience/education level

Families, Communities, and • Understand expectations of professionals working with children and youth in Public Education (K-12) out-of-school time settings

Trainers, Training • Plan and organize professional development (e.g., training/education) Organizations • Promote professional development (e.g., training/education) opportunities

Higher Education Faculty, • Coordinate and design course content to facilitate transfer and articulation Staff and Administrators agreements • Assess current program content to determine course development

Federal, State, and Local • Develop and implement programs that will enhance professionalism in the field Agencies

Professional Development • Create the framework for a broad-scale career development system that Efforts provides access to competency-based training/education, ensures compensation commensurate with educational achievement and experience, and allows professionals to achieve recognition in the field

4 Core Competencies The Washington State Core Competencies for Child and Youth Development Professionals is organized by content areas and levels

The Washington State competencies address the wide variety of skills and abilities necessary to work with school- age children and older youth (5-18 year olds). The Washington State competencies have ten content areas, ensuring a comprehensive approach, and each content area is broken into five levels to distinguish the expectations for professionals as they progress from new/untrained to experienced/trained in the field. Content Areas Each content area describes the knowledge and skills research suggests that professionals need to work effectively with children, youth, and their families. The content areas identify approaches to fully include children and youth from many ethnic, linguistic, and socioeconomic backgrounds as well as children and youth with special needs. Professionals increase their knowledge and skills in the content areas through ongoing training, education, and experience.

Child/Adolescent Growth and Development: Program Planning and Development: understand how children and youth learn, establish, implement, and evaluate child/ develop, and acquire language and creative youth development programs. expression in each of the domains: physical, social, emotional, and cognitive. Professional Development and Leadership: serve children, youth, Learning Environment and Curriculum: and families in a professional manner establish an environment that provides and participate in the community as learning experiences that meet each child and a representative of the child/youth youth’s needs, capabilities, and interests. development field.

Child/Adolescent Observation and Cultural Competency and Assessment: observe and assess what Responsiveness: understand diversity children and youth know and can do in within and across cultures and provide order to provide curriculum that meets their an inclusive, welcoming, and respectful developmental and learning needs. environment where all children, youth, and families can take pride in their Families, Communities, and Schools: work cultural identities, beliefs, and practices. collaboratively with families, schools, and Culture is defined as the intersection of agencies/organizations to meet the needs one’s national origin, religion, language, of children and youth and to encourage the sexual orientation, socio-economic class, community’s involvement with child/youth age, gender identity, race, ethnicity, and development. physical/developmental ability.

Safety and Wellness: establish and maintain Youth Empowerment: provide an environment that ensures children and opportunities for youth leadership, voice, youth’s healthy physical and emotional and empowerment by facilitating the development, safety, and nourishment. knowledge, attitudes, skills, and actions Interactions with Children/Youth: establish needed for youth to influence, motivate, supportive relationships with children and inform, and inspire desired actions and youth and guide them both as individuals and reactions by others. as a part of a group.

Core Competencies 5 The core competencies provide a framework regarding the knowledge and skills needed for each of the five levels of professional preparation; however, they are not exhaustive. Some competencies reflected in the content areas require professionals to perform specific actions, while others suggest areas for continued growth and knowledge. Moreover, professionals may find that satisfying some competencies requires further training/education.

Levels The levels of competency establish a continuum from the preliminary skills necessary to enter the field to an advanced level of training and/ or academic preparation and varied experience. Professionals progress from one level to another through a combination of formal study and reflection on practice. Depending on the professional’s role, setting, or experience, s/he may have skills at varying levels in the different areas.

The five levels are intended to be cumulative. For example, a professional working at Level 3 has knowledge and skills to meet the competencies at Levels 1, 2, and 3. At all levels, adults who work with children and youth continue their participation in professional development activities and increase their knowledge and skills within each of the content areas.

›› Level 1 includes the knowledge and skills expected of a professional new to the child/youth development field, with minimal specialized training/education or experience. ›› Level 2 includes Level 1 plus the knowledge and skills commensurate with a Youth Development Credential, a certificate in child/youth development, or equivalent training/education or related work experience. ›› Level 3 includes Levels 1 and 2 plus knowledge and skills commensurate with an associate’s degree in child/adolescent development or related fields such as Social Work, Recreation, Special Education, Education or related work experience. ›› Level 4 includes Levels 1, 2, and 3 plus knowledge and skills commensurate with a bachelor’s degree in child/adolescent development or related fields such as Social Work, Recreation, Special Education, Education or related work experience. ›› Level 5 includes Levels 1, 2, 3, and 4 plus knowledge and skills commensurate with an advanced degree in child/adolescent development or related fields such as Social Work, Recreation, Special Education, Education or related work experience.

Child and youth development professionals become increasingly specialized as they achieve higher levels of formal education. Therefore, these professionals are expected to demonstrate a general set of competencies with a specific area of specialization. In addition, these professionals are expected to assume a leadership role in the field, collaborating with professionals in other fields to promote awareness about child and youth development. 6 Core Competencies The Washington State Core Competencies for Child and Youth Development Professionals were developed in response to research findings:

›W› ell-trained and educated staff provide higher quality experiences for children and youth and more effectively facilitate child/youth engagement in the program (INCRE & NIOST, 2005). ›Y› outh who participate in quality out-of-school time activities are more likely to develop high self-esteem, leadership skills, and positive attitudes toward learning (McLaughlin, 2000). ›› The out-of-school time field is broadly defined and lacks a clear professional identity. Child/youth workers need a common language and common expectations as part of a comprehensive professional development system (Dennehy et al., 2006).

The Washington State Core Competencies for Child and Youth Development Professionals are based on these premises: ▪▪ Children and youth require a supportive environment in which to develop. ▪▪ Child and youth development professionals recognize that quality programs help support and bridge the gap between school and home. ▪▪ Cultural competency impacts all areas of practice. Professionals recognize that each family is unique in its structure, values, beliefs, traditions, and interactions. ▪▪ Professionals respect each family’s worth and appreciate the richness of diversity that each family brings to the program. ▪▪ Professionals in child and youth development assume many roles (e.g., director, youth worker, group leader, and aide) and work in a variety of settings (e.g., school-based, community-based, profit, not-for-profit). ▪▪ Professional development requires studying and learning from one’s own practice to identify strengths, recognize areas for future growth, and incorporate new learning experiences. ▪▪ Studying and learning from one’s own practice heightens awareness of performance and leads to personal change and growth.

Washington State Aligned Core Competencies These core beliefs are integral to being a competent child and youth development professional: ▪▪ Children and youth are human beings to be treated with dignity and justice. ▪▪ A strengths-based approach is fundamental to serving children, youth, and families effectively. ▪▪ Cultural competency and responsiveness is essential to serving children and youth respectfully and effectively. ▪▪ All children, youth, and families deserve quality services that meet the needs of the whole individual. ▪▪ Studying and learning from one’s own practice is imperative to professional development.

There are now two aligned and integrated sets of core competencies that serve as the foundation for child and youth professionals in Washington: the Washington State Core Competencies for Early Care and Education Professionals, which addresses caregivers and teachers working with children birth through age eight, and the Washington State Core Competencies for Child and Youth Development Professionals, which addresses professionals working with children ages five to 18. Although there is an overlap in the age range for the two sets of competencies, this document delves more deeply into the core knowledge and skills needed for professionals who specialize in serving children and youth from kindergarten through high school.

Core Competencies 7 History In 2004, a Statewide Afterschool Plan and subsequent report to the Washington State Legislature recommended substantial additional investments in professional development opportunities for Washington’s afterschool staff. That plan was created at the request of Superintendent of Public Instruction, Dr. Terry Bergeson, with leadership from School’s Out Washington. In 2006, School’s Out Washington sought and received funding from the Paul G. Allen Family Foundation to take bold steps in creating a statewide professional development system pursuant to this statewide plan. These dedicated resources facilitated the design of a workforce study and the ensuing report, A Well-Prepared Workforce Brings Out the Best in Our Kids, that identified a framework for a comprehensive afterschool and youth development (AYD) professional development system.

Professional Development System Plan The first phase of the professional development system building effort included three strategies: measurement of outcomes, core competencies, and identity of the profession.

Strategy I The measurement of outcomes was developed with Organizational Research Services, School’s Out Washington, and statewide stakeholders from the AYD field. This document was completed and approved in November of 2009.

Strategy II The core competencies establish a baseline regarding the skills and knowledge necessary for child and youth development professionals to provide quality programming in various settings and programs. In September 2009, a statewide committee used the Kansas and Missouri Core Competencies for Youth Development Professionals document as a starting framework to guide Washington State’s process. The draft document developed, reviewed, and revised by the committee was distributed through a web-based survey for statewide professional evaluation and review. The Washington State committee revised the draft competencies in response to reviewer’s suggestions, resulting in this first edition. As the emerging needs of the field change over time, this document can be revised and edited as needed.

Strategy III Child and youth development professionals need a common language and common expectations as a part of the professionalization of the work and the creation of a comprehensive professional development system. Developing the AYD profession’s identity, definition, and role is critical to the internal and external understanding of the field. The common language provided by this collective effort and this document will facilitate better recognition of the positive impacts and child/youth outcomes of a well- prepared workforce. This collective effort chose the term Child and Youth Development Professional to represent the field.

8 Core Competencies The Washington State Core Competencies for Child and Youth Development Professionals are the result of a comprehensive collaborative effort. The core competencies represent the combined efforts of child and youth development professionals from across Washington State to define professional standards for the field.

Core Competencies 9 Content Area I: Child/Adolescent Growth and Development

Level 1 b. Explains physical, cognitive, social, and a. Is aware of the basic stages of child and emotional differences among children youth development. and youth as they relate to individuals’ b. Identifies child and youth development programmatic needs. frameworks pertaining to positive youth c. Promotes an inclusive and collaborative outcomes (e.g., 40 Developmental Assets, educational philosophy by fostering peer Positive Youth Development). learning and acceptance when appropriate. c. Recognizes that children and youth learn d. Utilizes appropriate resources and makes and develop through experience. programmatic adaptations for children and d. Values different personalities in children youth with special needs. and youth. e. Assesses and responds to the individual Level 4 needs of children and youth, including a. Applies major theories of family and youth those with special needs. development to all curricular areas. f. Acknowledges and accepts cultural b. Utilizes information on individual growth, differences, including family values and development, and learning styles to strengths, and the positive effects those improve programming and professional differences may have on behavior and practice. development. c. Shares information with families about the general principles of child and adolescent Level 2 growth and development. a. Describes physical, cognitive, social, and d. Ensures that the program’s policies and emotional stages of child and youth practices reflect an inclusive philosophy. development. e. Demonstrates ability to embrace and b. Recognizes individual differences in integrate cultural, linguistic, ethnic, and personalities and development and the socioeconomic diversity into the daily ways in which those differences impact curriculum by partnering with children, individual needs and participation in the youth, families, and community partners to Child/Adolescent Growth and Development and Development Growth Child/Adolescent program. incorporate and value aspects of linguistic c. Adapts experiences to participants’ and cultural practices. individual and group needs, including different learning styles. Level 5 d. Identifies possible risk factors, delays, or a. Articulates, analyzes, evaluates, and/or disabilities that may indicate a need for applies current theories, research, and special services, program adaptations, and/ policy related to child and adolescent or consultations with a supervisor. growth and development. e. Creates environments and experiences b. Communicates major theories, research, that respect and affirm cultural, linguistic, and issues relevant to child and adolescent ethnic, and socioeconomic diversity. growth and development to families in a f. Works with the family and intervention way that is meaningful. team to meet the requirements of c. Researches and applies multiple participants with special needs. approaches to child and youth developmental outcomes. Level 3 a. Understands current theories and ongoing research related to family and youth development.

10 Core Competencies Content Area II: Creating the Learning Environment and General Curriculum Learning Environment and Curriculum

Creating the Learning Environment c. Provides an interesting, physically and and General Curriculum emotionally safe, and inclusive environment. d. Identifies individual assets and risk factors that may impact the success of children and youth. Level 1 e. Encourages child/youth engagement in a. Understands that lesson plans are the a variety of developmentally appropriate blueprint for implementing curriculum and activities that facilitate fun and learning follows an activity plan. through experimentation, exploration, and b. Understands that the physical space/ simulations. environment can impact teaching and f. Selects materials appropriate to participants’ learning. developmental levels that demonstrate c. Recognizes that children and youth learn acceptance of race, ethnicity, gender, sexual best through fun, engaging, hands-on orientation, culture, family, language, and experiences. special needs, and has sufficient materials d. Recognizes the importance of providing prepped and ready for use at beginning of children and youth with choice in the process activity. and content of curricular activities. g. Involves children and youth in developing e. Understands the importance of providing activities, learning experiences, and lesson children and youth with opportunities to plans. reflect on past or present experiences. f. Recognizes the importance of providing Level 3 children and youth with leadership a. Identifies several local and national learning opportunities (e.g., lead a group or mentor standards and articulates how they are an individual). addressed in program activities. g. Recognizes that children and youth are b. Implements fun, engaging, hands-on capable of making plans. experiences in some areas of the curriculum and recognizes that these experiences should apply across all areas of development (e.g., cognitive, social, emotional) and all aspects of the curriculum. c. Intentionally provides leadership opportunities for children and youth. d. Provides children and youth with multiple opportunities to set short-term and long- term goals and make plans. e. Plans and adapts activities and the physical environment to make them appropriate for the developmental levels of all participating children and youth, including those with special needs. Level 2 f. Creates opportunities for youth involvement a. Is aware of the existence of Common Core in program planning and evaluation. Standards, Washington State Essential g. Provides materials that expose youth to a Academic Learning Requirements (EALRs), variety of racial, ethnic, family structures, and Grade Level Expectations (GLEs). linguistic, and cultural backgrounds and b. Maintains and monitors a daily schedule practices. that balances active and quiet, youth- h. Plans activities that provide opportunities for directed and adult-directed, individual and children and youth to develop internal and group, and indoor and outdoor activities. external assets.

Core Competencies 11 Level 4 Level 5 a. Provides activities that allow children and a. Ensures that activities are balanced youth to engage with (e.g., create, combine, between concrete, participatory or reform) materials or ideas through experiences and didactic experiences that guided practice. highlight abstract concepts. b. Creates a curriculum and learning b. Articulates how learning standards are environment that uses authentic addressed by the curriculum in multiple materials and technologies; promotes content areas (e.g., science, math, art, etc.) youth decision-making; and incorporates and partners with the local school district experimentation, exploration, simulation, to support local and national learning and play to enhance development and standards. facilitate active learning. c. Consistently provides multiple c. Ensures that the environment facilitates opportunities for child/youth-initiated and learning in all curricular areas, including child/youth-directed process and content recreation and fitness, academic choices. support, life skills, personal growth and d. Intentionally provides leadership development, and technology. opportunities for all children and youth. d. Plans and evaluates the learning e. Intentionally facilitates child/youth environment and curriculum to maximize participation in curriculum planning learning for all children and youth, by introducing multiple planning including those with a variety of learning strategies. styles and special needs. f. Articulates, analyzes, evaluates, and/ e. Demonstrates the knowledge and ability or applies current theories and research to modify the environment to manage related to the design of curriculum and behaviors when necessary. learning environments. f. Develops strategies that allow children and g. Communicates major theories, research, youth to participate in curriculum planning and issues relevant to family and youth in order to build on their interests and development with others as appropriate. preferred activities. h. Teaches others how to design curriculum. g. Informs others, including family members, i. Collaborates with other agencies to about the importance of adult-youth and research and communicate information youth-youth interactions in all curricular about the integrated curriculum areas. areas. h. Collaborates with other agencies to maximize opportunities for children and youth within the integrated curricular areas. Creating the Learning Environment and General Curriculum Environment the Learning Creating

12 Core Competencies Promoting Physical, Social, and h. Encourages children and youth to perceive Promoting Physical, Social, and Cognitive Development Cognitive Development events and experiences in their lives as opportunities for growth. i. Supports children and youth’s development Level 1 of self-awareness and identity. a. Supervises and interacts appropriately with children and youth during all physical, social, and cognitive activities. b. Models healthy behavior. c. Facilitates a variety of physical, social, and cognitive activities that meet the interests, developmental stages, and skill levels of children and youth. d. Encourages children and youth to ask questions for understanding and actively listens to the responses given. e. Engages in cognitive, social, and physical activities with children and youth while maintaining a supervisory role. f. Models recognition and expression of feelings. g. Encourages children and youth to exhibit empathy and acknowledge the rights and Level 3 possessions of others. a. Adapts physical, social, and cognitive h. Understands that family and community activities for children and youth with have different cultural, linguistic, ethnic, special needs. and socioeconomic experiences that play b. Provides an environment that is conducive a role in how children and youth respond to exploration and the development of socially to adults and peers. physical, social, and cognitive skills. c. Revisits learning activities with children and youth so they can reflect and build upon Level 2 previous learning to develop and refine a. Uses a variety of indoor and outdoor thinking and reflection skills. physical activities, including structured, d. Plans and guides exploratory activities in unstructured, staff-directed, and child/ response to child/youth interests. youth-directed activities. e. Incorporates cognitive, social, physical b. Supports children and youth with special activities into all curricular areas (e.g., needs as they participate in physical, social, recreation and fitness, academic and cognitive activities. support, life skills, personal growth and c. Asks children and youth relevant open- development). ended questions to extend their learning. f. Provides a meaningful curriculum d. Encourages the cognitive, social, emotional, emphasizing social skills, relationships, and and physical development of children friendships. and youth through experimentation, g. Guides children and youth in expressing exploration, simulation, and play. their feelings and asserting themselves in e. Leads activities in a manner that engages positive ways. children and youth and builds on their h. Facilitates child/youth participation in interests. problem solving and conflict resolution. f. Helps children and youth learn to i. Intervenes appropriately to promote the communicate and practice communication social, cognitive, and physical development and cooperation with others. of children and youth. g. Promotes feelings of empathy and mutual j. Facilitates child/youth involvement in respect among children, youth, and adults curriculum design, implementation, and and helps participants feel valued as evaluation. members of a group. Core Competencies 13 Level 4 Promoting Communication Skills a. Integrates physical, social, and cognitive activities into all curricular areas and articulates the importance of an integrated Level 1 curriculum. a. Understands the importance of using open- b. Understands the impact of health and ended questions. fitness activities on children and youth. b. Models effective listening and verbal skills, c. Varies program strategies to correspond including the use of proper grammar. with multiple learning styles. c. Aware of body language and tone of voice d. Engages children and youth in planning and its impact on others. problem-solving and critical-thinking d. Responds to verbal and nonverbal forms of activities. communication. e. Creates an inclusive and collaborative e. Stimulates conversation with and between community. children/youth. f. Develops and implements strategies f. Understands that children and youth that encourage the social, physical, and communicate in a variety of ways, and that cognitive development of children and individual’s social and cultural communities youth through various leadership and and practices influence communication citizenship roles. styles. g. Connects families and caregivers to community resources, including mental Level 2 health resources, to provide families and a. Is aware of child/youth-centered caregivers with additional assistance when procedures for solving conflicts. needed. b. Offers a variety of communication opportunities that meet the individual Promoting Communication Skills Communication Promoting Level 5 interests and skill levels of all children and a. Articulates, analyzes, evaluates, and/ youth, including those from diverse cultures or applies current theories and research and those with special needs. related to promoting physical, cognitive, c. Expands own and participants’ vocabulary and social development. in a variety of ways. b. Advocates for policies and practices that d. Encourages children and youth to use promote the physical, cognitive, and social appropriate verbal and nonverbal means of development of youth. communicating thoughts and feelings. c. Evaluates the quality and effectiveness e. Recognizes barriers in communication. of curricula, activities, and opportunities f. Provides an environment that is conducive that support physical, cognitive, and social to the exploration and development of development. communication skills.

Level 3 a. Uses child/youth-centered procedures for solving conflicts. b. Provides children and youth with opportunities to talk about (or otherwise communicate) what they are doing and what they are thinking about to others. c. Offers programming opportunities for children and youth to learn effective communication skills. d. Plans and implements communication experiences and activities based on the population of the program.

14 Core Competencies e. Helps children and youth who are learning Promoting Creative Expression a second language by providing them with the supports necessary for them to fully participate in programming opportunities. f. Incorporates communication skills into all curricular areas (e.g., recreation and fitness, academic support, life skills, personal growth and development).

Level 4 a. Uses ongoing, culturally appropriate assessment and evaluation tools to determine individual’s communication skills. Adapts and modifies interactions with children and youth based on these Promoting Creative Expression assessments. b. Evaluates the appropriateness and effectiveness of communication activities Level 1 for groups and individuals. a. Recognizes the value of the process of c. Develops and teaches strategies for creative expression as well as the product. integrating communication development b. Encourages individuality. activities into all curricular areas. c. Accepts cultural differences that may affect d. Continually reflects on own skills for the ways in which children and youth helping children and youth solve conflicts. express individual creativity. Discusses possible strategies with competent peers. Level 2 Level 5 a. Understands that a balance between process and product is important. a. Regularly uses open-ended questions b. Provides time and materials for across all content areas. spontaneous, unstructured, and self- b. Collaborates with language specialists to directed activities. modify and adapt curricular activities and c. Models and encourages creativity through experiences to meet the language and the arts. literacy needs of each child/youth. d. Provides opportunities that encourage c. Articulates, analyzes, evaluates, and/ youth to experiment with sound, rhythm, or applies current theories and research movement, language, materials, space, and related to emerging trends in language ideas in individual ways. acquisition, development, and literacy. e. Recognizes the community as a resource d. Collaborates with other agencies to for creative experiences. research and share information on communication development. e. Advocates for policies and practices that Level 3 promote the communication development a. Engages children and youth in curricular of children and youth. activities that promote creative expression. b. Emphasizes the importance of the balance between process and product during activities. c. Modifies curriculum and experiences to ensure that all participants, including those with special needs, have access to opportunities that allow for individual creative expression.

Core Competencies 15 d. Involves children and youth in the Level 5 development and implementation of a. Communicates the theoretical concepts creative and aesthetic activities. underlying the ways in which children and e. Uses the community as a resource for youth use the arts to express themselves. creative experiences. b. Articulates, analyzes, evaluates, and/ f. Articulates the value of creative expression or applies current theories and research as necessary to the development of the related to promoting creative experiences. individual. c. Identifies and uses specialists in artistic g. Incorporates creative activities into all disciplines to incorporate the arts into the curricular areas (e.g., recreation and fitness, curriculum. academic support, life skills, personal d. Collaborates with other agencies to growth and development). research and communicate information on h. Incorporates activities for self-expression creative development. that reflect diverse cultural traditions. e. Teaches others about the importance i. Provides an environment where children of integrating creative activities into all and youth feel free to explore and develop curricular areas. their creative skills.

Level 4 a. Demonstrates leadership in establishing partnerships with community organizations that stimulate creative and aesthetic experiences for children and youth.

Promoting Creative Expression Creative Promoting b. Celebrates creative expression through appropriate documentation and exhibition (e.g., displaying, publishing, creating portfolios). c. Educates families about the importance of individual creative expression. d. Advocates for the importance of children and youth representing their thoughts, feelings, and ideas through creative outlets. e. Introduces children and youth to and helps them develop an appreciation for creative and aesthetic experiences in their community. f. Evaluates the appropriateness and effectiveness of creative activities for groups and individuals.

16 Core Competencies Content Area III: Child/Adolescent and Assessment Observation Child/Adolescent Observation and Assessment

Level 1 b. Continually observes children and youth, a. Views children and youth as individuals and analyzes and evaluates findings, and acknowledges that individuals develop at applies learned knowledge to practice. their own pace. c. Understands various assessment methods. b. Knows about child/youth development d. Engages youth, staff, and families in the frameworks pertaining to positive child/ ongoing assessment process. youth outcomes. e. Administers and interprets formal and c. Assists with collection of information about informal assessments in a non-biased child/youth behaviors. manner. d. Maintains confidentiality between f. Recognizes the role of risk factors on the program and participants’ families children and youth development. regarding observation and assessment g. Interprets observation information to information. develop services, opportunities, and e. Identifies various ways to get to know each supports for children and youth. child or youth as an individual, including his or her strengths, needs, interests, family, Level 4 and life situation. a. Communicates observations with staff, f. Recognizes behavior and environmental educators, children, youth, and families factors that may place children and youth in a clear and supportive manner, while at risk. maintaining confidentiality. b. Plans relevant and culturally appropriate Level 2 assessments. a. Understands the behaviors of children c. Incorporates observation information and youth in the context of normal into program and/or individual plans (e.g., growth and development and uses age- supporting school Individual Education appropriate expectations as the basis for Plans). observation. d. Uses and considers assessment and b. Recognizes indicators of positive child/ screening information when making youth development. curriculum and program decisions for c. Collects and organizes information to individuals with exceptional learning needs, measure child/youth outcomes (e.g., including those from culturally and/or using samples of a participant’s work, linguistically diverse backgrounds. completing skill lists, recording anecdotal e. Recommends that children and youth seek notes). further evaluation, when needed. d. Follows appropriate procedures for f. Works cooperatively with assessment, observing children and youth (e.g., school, and health care teams for children remaining objective, asking open-ended and youth with special needs. and non-judgmental questions). e. Shares concerns about behavior and Level 5 environmental factors with authorized a. Articulates, analyzes, evaluates, and/or individuals, such as staff and educators. applies current theories, research, and f. Communicates observations in written and policies relevant to assessment. oral form. b. Communicates major research and issues relevant to observation and assessment. Level 3 c. Establishes criteria, procedures, and a. Understands and accommodates the range documentation methods for observation, of development and skills among children assessment, and accommodation. and youth.

Core Competencies 17 Content Area IV: Families, Communities, and Schools

Relationships with Families Level 3 Level 1 a. Works to ensure that the diversity of family and community cultures are reflected in all a. Understands the role of the family as aspects of the program. central to the development of children and b. Plans and conducts family events designed youth. to highlight families’ strengths, shared b. Establishes positive communication and interests, and diverse cultures; reduce relationships with families. isolation; and build community. c. Acknowledges and values similarities and c. Communicates effectively with families differences in the varying cultures and about the progress and development of structures of families. their children/youth. d. Maintains confidentiality. d. Partners with families in addressing developmental and behavioral issues Level 2 experienced by their children/youth. a. Communicates with family members e. Provides families with appropriate referrals

Relationships with Families about program activities and goals and to community resources. encourages them to share skills and cultural f. Uses communication strategies that do not practices by participating in program escalate conflict. activities. b. Uses inclusive language that acknowledges Level 4 all family types/structures, values family a. Protects and encourages the rights of strengths, and models a family-centered children, youth, and families to preserve approach. their own culture and the customs, beliefs, c. In relating to families, demonstrates problem- and practices of that culture. solving skills, listens actively, validates b. Develops guidelines to assess and ensure different perspectives, and recognizes when that programming reflects the value that additional assistance is needed. all cultures and families are welcomed and d. Shares knowledge of child/adolescent that learning about them is an important growth and development with families. part of an educational and community- e. Supports the relationships of children and building experience. youth with their families and recognizes c. Makes program adjustments based on families’ strengths and stress factors. individual (e.g., educational, cultural, etc.) f. Works effectively with families from a needs of children and youth. variety of cultural, linguistic, ethnic, and d. Articulates and applies theories of family socioeconomic backgrounds. development and dynamics within multicultural communities. e. Demonstrates knowledge of the potential impact of cultural, linguistic, ethnic, and socioeconomic diversity that can exist between the home and program setting. f. Facilitates and models a strengths-based, family-centered approach. g. Creates and facilitates opportunities for the development of social and support networks between families. h. Participates with families in the development of Individual Education Plans (IEPs), if requested.

18 Core Competencies i. Creates opportunities for families and b. Values and uses community resources that Partnerships with Community children/youth to be actively involved in support and assist children, youth, and program and policy development. families. j. Implements effective conflict resolution c. Works cooperatively and appropriately with techniques with families. volunteers and partners.

Level 5 Level 2 a. Articulates, analyzes, evaluates, and/ a. Builds effective working relationships with or applies current theories, research families, partners, and volunteers. and best/promising practices related to b. Helps families identify community family systems. Utilizes this information in resources specific to their needs and makes planning family engagement activities and appropriate referrals. events. c. Helps children, youth, and families b. Uses best/promising practices to develop see themselves as contributors to the structures for family and child/youth input community. in making program/policy decisions. d. Assists assigned volunteers in participating c. Reviews the effectiveness of family effectively in program activities. involvement and family advisory groups and input structures and recommends Level 3 changes as needed. d. Ensures regular staff training and oversees a. Understands the larger community context development of program policies, within which children, youth, and families procedures, liabilities, and risk management live. regarding family and community b. Develops opportunities for children, youth, involvement. and families to participate meaningfully in community awareness and community service activities. c. Assists with community outreach. d. Promotes public awareness about family and child/youth development.

Level 4 a. Works to expand relationships with community partners to meet the needs of children, youth, and families. b. Participates in community asset mapping and needs assessments, and networks with other children and youth development professionals. c. Implements and supports volunteer program best/promising practices; trains and supervises volunteers as needed. d. Develops relationships with community leaders, schools, businesses, and arts organizations to introduce children and youth to career opportunities and to facilitate connections between school lessons and out-of-school experiences. Partnerships with Community e. Develops mentoring and apprenticeship Level 1 opportunities for children and youth to explore career interests. a. Recognizes the community as a resource for services, activities, and volunteers; shares information with families.

Core Competencies 19 Level 5 Level 2 a. Works to expand community partnerships a. Articulates major goals in district and/or as well as mentoring and apprenticeship school academic improvement plans. opportunities to expand resources for b. Understands how the provider and school children, youth, families, and the program. maintain behavior management policies b. Develops and maintains a volunteer that reflect the culture of families and their management system, as needed, using respective programs. best/promising practices. c. Understands and follows safety and disaster c. Develops and implements strategies plans as needed or as protocols change. to involve community stakeholders in d. Follows agreed upon protocols governing program development. the use of shared resources. d. Represents the child and youth development field in collaborative Level 3 community endeavors. a. Participates in training about literacy, math and science curricula used in the schools attended by program participants. b. Assists in developing strategies to infuse learning through activities. c. Implements program activities that are

Partnerships with SchoolsPartnerships related to Washington State GLEs as designed. d. Facilitates school/program transition activities with school partners (e.g., entering kindergarten or the afterschool program, advancing a grade, changing program groupings, and ending the program year). e. Develops relationships with relevant school staff to identify potential adaptations of program activities that better meet the individual needs of students. f. In school-based programs, maintains ongoing dialogue with the school about Partnerships with Schools behavioral expectations and any needed Level 1 revisions/updates to program policies. a. Consistently works to maintain positive g. Revises and coordinates program health relationships between the school and the and safety plans with school safety and program. disaster plans in school-based programs. b. Understands the major partnership h. Utilizes shared emergency resources per practices governing communication and agreements in school-based programs. information sharing between the provider i. Regularly provides the school with copies and schools. of information sent home to families, as c. Implements program/school behavioral appropriate based on program/school expectations. agreements. d. Implements program/school protocols regarding health, safety, and disaster preparedness. e. Understands the resources that are shared, by agreement, between school(s) and the provider. f. Understands that program activities are designed to relate to Washington State Grade Level Expectations (GLEs).

20 Core Competencies Partnerships with Schools Level 4 Level 5 a. Schedules and develops agendas for a. Develops a written partnership agreement regular meetings with the school principal with the school principal or district or designee. designee. b. Hosts joint events and coordinates family b. Develops a communication and meeting engagement strategies with the school to structures that allow ongoing evaluation reach common goals. of the effectiveness of the partnership c. Understands school/district academic agreement. improvement plans and works to c. In school-based programs, continually intentionally align program activities with evaluates the use of shared resources and the major goals. makes recommendations for changes as d. Develops training for program staff to assist needed. them in developing activities that link to d. In school-based programs, coordinates the school curriculum. training in areas of mutual interest with the e. Develops and maintains behavior school. management policies and protocols e. Works with the principal(s) to identify that reflect the cultures and needs of additional resources. participating families, schools, and f. Works collaboratively with appropriate afterschool programs. school administrators to address regulatory f. Schedules safety/disaster drills for school- barriers that can impact afterschool based programs at a time when both the programming when space is shared, due to school and afterschool communities can differing requirements for schools and child participate. care settings. g. In school-based programs, develops and adheres to a plan for the shared use of resources with the school. h. Develops grade advancement transition strategies with the school to ensure a successful transition for each student.

Core Competencies 21 Content Area V: Safety and Wellness

Knowledge of Regulations Level 3 Level 1 a. Designs, adheres to, and documents emergency, illness, and injury procedures. a. Follows regulations or policies regarding b. Ensures adherence to all regulations and health and safety, including emergency, policies regarding health and safety. illness, and injury procedures. c. Administers regulations and policies b. Follows program policies and procedures on regarding the inclusion of children and admitting and dismissing children/youth. youth of all cultural backgrounds and c. Completes and maintains relevant first abilities. aid, cardiopulmonary resuscitation (CPR) certification, and blood borne pathogens training. Level 4 d. Uses emergency supplies and equipment a. Articulates and adheres to regulations and when needed and as permitted by policies laws pertaining to the children, youth, and and procedures. families served by the program.

Knowledge of Regulations e. Practices and carries out disaster plans b. Engages children, youth, and families in the and drills (e.g., fire, flood, earthquake, and development and/or revision of health and lockdown) including parent communication safety procedures. plan. c. Develops and/or documents contingency f. Follows supervision and staffing level plans to meet supervision policies and requirements. staffing level requirements in all situations. g. Identifies, documents, and reports d. Assesses how regulations and policies suspected emotional distress, abuse, and affect the quality of the program and neglect of participants in an immediate and recommends revisions as needed. appropriate way. e. Provides staff leadership and trains staff h. Understands and performs the mandated regarding regulations, policies, and reporter role for child abuse and neglect. protocols.

Level 2 Level 5 a. Ensures that safety equipment, such as a a. Analyzes and corrects deficiencies found in smoke detector or fire extinguisher, is in supervision, health, and safety assessments. place and operable. b. Articulates, analyzes, evaluates, and/ b. Maintains and demonstrates proper use of or applies current theories, research, emergency supplies and equipment. promising/best practices, and policies c. Uses diagrams, pictures, and words related to health and safety. understood by children, youth, and adults to post instructions for emergency procedures. d. Informs others of emergency, illness, and injury procedures. Reports all incidences to supervisor. e. Identifies and reports problems regarding supervision and staffing level requirements. f. Is aware of regulations and policies regarding the inclusion of children and youth of all cultural backgrounds and abilities. g. Assists with and involves children and youth in health and safety assessments, when possible.

22 Core Competencies Environmental Safety Environmental Safety Level 1 Level 3 a. Demonstrates awareness of the a. Assesses and designs safe indoor and environmental safety precautions of the outdoor environments. program or center, including environmental b. Facilitates child/youth participation issues that can impact a child/youth who in a process to identify and assess has allergies, asthma, or other health environmental safety issues. concerns. c. Allows opportunities for children and youth b. Maintains and ensures safety in all areas, to help improve environmental safety both indoors and outdoors. issues. c. Selects safe materials and equipment for activities. Level 4 d. Actively supervises and interacts with a. Advocates for environmental safety. children and youth to ensure safety during b. Develops policies and procedures for all programmatic activities. environmental safety. e. Maintains a healthy physical environment by following health, safety, and sanitation procedures. Level 5 f. Ensures that indoor and outdoor a. Participates in community groups to environments are structured so that all develop and implement strategies for areas can be easily viewed. improving environmental safety. g. Responds to and documents participants’ b. Identifies opportunities to fund injuries and fear of injuries, and notifies environmental safety improvements. supervisor and families if appropriate, while c. Articulates, analyzes, evaluates, and/ ensuring the comfort and care of other or applies current theories, research, children and youth. promising/best practices, and policies h. Observes children and youth daily for signs relevant to environmental safety. of illness and/or signs of abuse and neglect.

Level 2 a. Communicates and maintains characteristics of a safe environment, including use of appropriate eco-friendly supplies, equipment, and materials to prevent and reduce physical injuries. b. Adapts the indoor and outdoor environments to maximize the independence of children and youth with special needs. c. Teaches safety precautions and rules to children and youth and enforces rules consistently. d. Keeps informed about and shares up-to- date safety information and resources with families and staff. e. Understands proper transportation policies and procedures involving program vans and busses. f. Communicates transportation policies and procedures to children, youth, parents/ guardians, and staff.

Core Competencies 23 Wellness e. Communicates with children, youth, and families about the nutritional content of Level 1 food provided, nutritional needs of children a. Practices, models, and teaches children and and youth, and responds to individual and youth appropriate hygiene and sanitation cultural food preferences. procedures, including hand-washing f. Facilitates age-appropriate discussions on techniques, personal hygiene procedures, and healthy living topics, including: healthy Wellness safe food handling practices. Acquires and social interactions; bullying; physical maintains a food handler’s permit if necessary. and verbal abuse; sexual harassment; b. Provides healthy and balanced snacks and/ community and domestic/dating violence; or meals within a socially, culturally, and tobacco and secondhand smoke; drug emotionally supportive environment. and alcohol use; human sexuality and c. Recognizes health hazards in meals (e.g., reproduction; and nutrition, healthy eating allergies, choking) and takes steps to choices, obesity, and eating disorders. prevent dangerous situations. d. Models healthy behavior, including healthy eating, active living, and socially Level 3 responsible behavior. a. Designs and assesses sanitary e. Incorporates a variety of physical activities environments, both indoors and outdoors. that meet the interests, developmental b. Seeks information on and demonstrates levels, and skills of children and youth. best/promising practices for children and f. Demonstrates awareness of risk factors and youth with healthcare needs. Identifies healthy living choices regarding nutrition, wellness indicators that may impact the physical and mental health, physical success of children and youth. activity, and healthy relationships. c. Knows of resources that address personal safety, human development, sexual and reproductive health, gender, and sexual orientation. Responds to participant questions with balanced, fair, developmentally appropriate, and accurate information using program-approved referrals. d. Helps children, youth, families, staff, and others recognize and report abuse and neglect. e. Observes the effects of stress and trauma on children and youth and assesses their resiliency. Level 2 f. Plans and conducts safe field trips following program procedures to assure safety. a. Promotes health and physical activity g. Identifies and responds to nutritional issues, and provides an environment that including food allergies. contributes to the prevention of illness h. Plans and evaluates menus; ensures that and chronic disease using an adaptive and menus include food from various cultures. developmentally appropriate approach. i. Provides an environment that promotes b. Follows instructions for the administration of and incorporates daily physical activity. medicine and approved medical treatments, j. Designs programs that incorporate including related documentation. discussions and educational opportunities c. Recognizes the natural curiosity of children on the following healthy living topics: and youth in human development and healthy social interactions; bullying; physical responds to questions with balanced, fair, and verbal abuse; sexual harassment; and accurate information. community and domestic/dating violence; d. Encourages physical activity appropriate tobacco and secondhand smoke; drug to the developmental and physical abilities and alcohol use; human sexuality and of all children and youth, and models reproduction; and nutrition, healthy eating physically active behavior. choices, obesity, and eating disorders.

24 Core Competencies Level 4 Level 5 Wellness a. Designs and documents sanitation policies a. Articulates, analyzes, evaluates, and/or and procedures. applies current theories, research, best/ b. Works with health care professionals in the promising practices, and policies relevant community to address wellness needs of to nutrition, physical activity, mental health, children and youth. sexual and reproductive health, gender, c. Develops policies and procedures, and sexual orientation. including an approved referral list, to b. Collaborates with community groups address issues related to personal safety, to identify wellness issues or concerns, human development, and sexual and including nutrition, physical activity, mental reproductive health. health, and sexual and reproductive health. d. Trains staff to respond to participant c. Advocates for policies and procedures questions with balanced, fair, and accurate that affect the wellness of the broader information. community. e. Establishes policies and procedures for d. Collaborates with appropriate community the documentation and notification of groups and agencies to create awareness suspected abuse, neglect, and physical, about healthy living topics, including: verbal, and sexual harassment. healthy social interactions; bullying; f. Plans activities that teach children and physical and verbal abuse; sexual youth techniques to deal with stress and harassment; community and domestic/ develop resiliency. dating violence; tobacco and secondhand g. Designs and implements activities that smoke; drug and alcohol use; human emphasize healthy bodies, healthy lifestyles, sexuality and reproduction; and nutrition, physical activity, and a healthy environment. healthy eating choices, obesity, and eating h. Assesses the program’s nutrition plan and disorders. adapts practices accordingly, including practices that ensure staff know and are trained to respond appropriately to an allergic reaction to food. i. Understands the impact of health and fitness activities on children and youth and evaluates the appropriateness and effectiveness of such activities for groups and individuals. j. Designs and documents policies and procedures supporting a curriculum that addresses healthy living topics, including: healthy social interactions; bullying; physical and verbal abuse; sexual harassment; community and domestic/dating violence; tobacco and secondhand smoke; drug and alcohol use; human sexuality and reproduction; and nutrition, healthy eating choices, obesity, and eating disorders. k. Trains staff on curriculum development that addresses healthy living topics, including: healthy social interactions; bullying; physical and verbal abuse; sexual harassment; community and domestic/ dating violence; tobacco and secondhand smoke; drug and alcohol use; human sexuality and reproduction; and nutrition, healthy eating choices, obesity, and eating disorders.

Core Competencies 25 Content Area VI: Interactions with Children/Youth

Providing Individual Guidance Level 3 Level 1 a. Demonstrates realistic expectations about the child/youth’s social, emotional, physical, a. Provides activities in a safe, fun learning and cognitive abilities and needs. environment. b. Indentifies strategies that involve b. Interacts with children and youth in a participants in solving problems and positive, warm, nurturing manner, and establishing guidelines and limits for avoids interactions that would cause behaviors. physical and/or emotional harm to c. Encourages child/youth participation in participants. establishing program/group expectations. c. Builds rapport and establishes relationships d. Establishes and communicates guidelines with individual children and youth (e.g., for acceptable behaviors. addresses participants by name and knows e. Selects guidance practices based on their basic interests). participants’ personalities and levels of d. Follows established guidelines for development. supervision and behavior management. f. Understands that there are reasons for e. Interacts in a manner reflecting respect for the behavioral issues of individuals and self and others. responds appropriately. f. Uses positive behavior guidance in Providing Individual Guidance Providing g. Uses knowledge of child/youth culture as a responding to behaviors or situations of strategy to connect with participants. concern. g. Understands and maintains personal boundaries with children and youth (e.g., Level 4 physical space, time, etc.). a. Adapts the learning environment and curriculum to minimize potentially Level 2 disruptive behaviors. a. Modifies activities to ensure a safe, fun b. Applies theories of child/adolescent growth learning environment. and development to improve guidance b. Provides a supportive environment that techniques. helps each child/youth know, accept, and c. Uses child/adolescent assessments to take pride in himself or herself and develop individualize and improve guidance. a sense of independence and belonging. d. Collaborates with families and schools c. Uses a variety of positive direct and to develop individually appropriate indirect guidance methods to respond expectations for child/adolescent behaviors. constructively to participants’ behaviors. d. Provides an environment that fosters Level 5 children and youths’ positive identity. a. Involves stakeholders, including e. Builds trusting relationships with children community, families, children, and youth and youth, providing physical and in developing written policies for effective emotional security. child/adolescent guidance. f. Uses strategies to assist children and youth b. Creates and ensures an environment in learning to express emotions in positive with clear written and practiced group ways, solve problems, and make decisions. agreements and conflict resolution g. Communicates with families regarding processes. areas of concern about the child/youth’s c. Develops individual guidance plans, using participation in the program and develops relevant professionals for support as needed. cooperative strategies to help children and d. Articulates, analyzes, evaluates, and/ youth be successful in the program. or applies current theories and research related to individual guidance.

26 Core Competencies Enhancing Group Experiences

f. Integrates children and youth of all abilities into the group, following appropriate instructional and guidance procedures. g. Works effectively with staff team to enhance group experiences.

Level 3 a. Provides experiences that engage children and youth and respond to their interests. b. Identifies individual strengths of participants to maximize group dynamics and promote active cooperative learning. c. Develops activities that foster cooperative group skills that focus on negotiating, compromising, and problem solving in both large and small groups. d. Involves children and youth in planning and Enhancing Group Experiences leading activities that promote supportive relationships with peers, families, staff, and Level 1 the community. a. Leads group activities in a positive, relaxed, e. Encourages positive communication, and pleasant atmosphere. problem solving, negotiation, and b. Possesses an awareness of age-specific relationships. group dynamics. c. Utilizes prepared activities and adapts them Level 4 when necessary to ensure that all children a. Uses observation, evaluation, and direct and youth are engaged. input from children and youth to improve d. Provides consistency by following group experiences. established routines and proactively b. Integrates opportunities for children and communicates changes. youth to demonstrate their learning and e. Understands the role of organization and be acknowledged through presentations, flexibility when working with children and reflections, etc. youth. c. Designs and implements responsive f. Handles activities and changes in the systems that result in the continued schedule with clear directions and patience. participation of children and youth.

Level 2 Level 5 a. Builds trusting relationships with children a. Applies theories of child/adolescent growth and youth. and development to group management b. Anticipates and defuses disruptive behavior. techniques. c. Recognizes each child/youth’s abilities and b. Designs and develops cooperative group uses guidance techniques accordingly. activities based on current research and the d. Discusses expectations and boundaries and curriculum. ensures that children and youth understand c. Articulates, analyzes, evaluates, and/ them. or applies current theories and research e. Creates a balance of meaningful activity related to group experiences to improve choices for children and youth to engage in. the program.

Core Competencies 27 Content Area VII: Program Planning and Development

Program Planning and Evaluation b. Designs and facilitates strategic planning and goal setting activities that involve staff, Level 1 youth, families, and the community. a. Behaves as a responsible staff member and c. Develops and implements program policies contributes to the program staff team. and procedures. b. Keeps appropriate records. d. Develops curriculum framework and c. Complies with program policies and approaches for the program. standards. e. Manages program resources (e.g., financial, d. Knows and understands the program’s personnel, time) effectively. purpose and supports the program’s f. Communicates and works effectively with mission statement. board members and advisory groups. e. Values involving children and youth in the g. Identifies program evaluation methods and planning process. understands their purposes and limitations. h. Facilitates the development of child/youth Level 2 leadership in planning and evaluating the program. a. Organizes, plans, keeps records, and i. Incorporates programming that integrates communicates with children, youth, and complements the school curriculum. families, and staff effectively. j. Manages the program in a way that b. Involves children and youth in developing minimizes risk. activities and learning experiences. Program Planning and Evaluation Planning Program c. Identifies goals and objectives for activities. d. Selects and uses appropriate equipment, Level 5 materials, and resources. a. Articulates, analyzes, evaluates, and/or e. Assists in gathering information for applies current theories, research, and program evaluation. policies relevant to program planning and evaluation. Level 3 b. Develops, implements, evaluates, and revises program policies. a. Verbalizes the relationship between daily c. Develops and implements public relations practices and the program’s philosophy. strategies to promote the program in the b. Plans family orientations and activities. community. c. Plans and acquires appropriate equipment, d. Ensures that the program activities value materials, and resources for the program. and reflect the diversity of the community. d. Participates in strategic planning and goal e. Identifies and anticipates risk management setting for the program. issues and develops strategies to address e. Conducts program observations. them. f. Recognizes the importance of evaluations f. Promotes and builds relationships between and assists in evaluating the program’s school day and out-of-school programs. effectiveness. g. Facilitates opportunities for child/youth involvement in program planning and evaluation. Level 4 a. Applies knowledge of federal, state, and local legislations, regulations, and professional standards to provide healthy, safe, and effective practices for all children and youth.

28 Core Competencies Personnel Financial Management/ Management

Personnel Management Level 1 a. Knows and follows the program’s personnel policies and procedures. b. Works effectively with peers, support staff, volunteers, and supervisors.

Level 2 Financial Management a. Incorporates principles of teamwork into Level 1 interactions with staff and volunteers. a. Follows the program’s financial policies and procedures. Level 3 b. Performs basic math computations and a. Values and works to strengthen the makes basic money transactions. program’s team of staff, administrators, and c. Follows bookkeeping procedures. volunteers. b. Facilitates communication among staff and Level 2 administrators. a. Utilizes commonly accepted business practices. Level 4 b. Operates within budget. a. Plans for, recruits, screens, trains, supervises, c. Conducts and maintains the supplies, and evaluates staff and volunteers. materials, and equipment inventories. b. Plans and carries out professional development opportunities for staff and Level 3 volunteers. a. Assists in planning the budget. c. Provides strong leadership and visionary direction. d. Develops a recognition program for staff Level 4 and volunteers. a. Develops the program’s fiscal policies and e. Supervises interns, apprentices, and procedures. practicum students. b. Analyzes, plans, and maintains the budget. c. Communicates the program’s budget and financial status. Level 5 d. Involves children and youth in developing the a. Develops staff recruitment, selection, and program’s financial strategies and priorities. retention programs. b. Designs and implements staff job descriptions, evaluation forms, and Level 5 personnel policies and procedures. a. Develops and implements a fiscal business c. Ensures child/youth involvement in the plan. process of evaluating staff and volunteers. b. Ensures that the budget reflects the d. Articulates, analyzes, evaluates, and/ program’s goals and philosophy. or applies current theories, research, c. Develops a marketing plan. and policies relevant to personnel d. Seeks and obtains additional funding management. opportunities. e. Articulates, analyzes, evaluates, and/or applies current theories, research, policies, and practices related to financial management. Core Competencies 29 Content Area VIII: Professional Development and Leadership

Professionalism in Practice b. Keeps informed about cultural competencies and trends in the field of Level 1 child/youth development. a. Understands that employees’ personal c. Promotes professional ethics and seeks to behaviors and actions within the work diminish unethical practices. setting are reflected on the program. d. Participates in group problem solving of b. Enjoys working with children and youth program issues. and models a positive attitude. e. Participates in program decision-making c. Exhibits good hygiene and a neat personal based on accepted professional standards. appearance. f. Seeks feedback from colleagues, parents d. Demonstrates respect for self and others. and participants; receives the feedback in e. Demonstrates quality work habits. a respectful manner and acts upon it as f. Supports and complies with program and appropriate. government regulations and standards. g. Demonstrates ability to ensure one’s own g. Values performance improvement and mental and physical health. reflection on teaching and learning, using Professionalism in Practice Professionalism h. Maintains professional boundaries in staff interaction, training/education, and relationships with staff, participants, and journals. families. h. Demonstrates awareness of professional ethics for the child/youth development field. i. Acts ethically, maintaining confidentiality Level 4 and impartiality. a. Articulates a personal philosophy of j. Shows commitment to the program’s education based on knowledge of child/ philosophy and goals. adolescent growth and development, cultural k. Demonstrates fairness and consistency. competencies, and best/promising practices. b. Recognizes causes and symptoms of excessive stress and/or low morale and Level 2 develops strategies to reduce stress and a. Manages demands of personal and improve morale. professional commitments. c. Evaluates current trends in the field of b. Uses effective problem-solving skills. child/youth development and revises c. Performs well as a team member. practices as appropriate. d. Understands and promotes quality in d. Initiates and facilitates group problem solving. programs for children and youth. e. Advocates for children, youth, and families. e. Demonstrates a commitment to f. Reshapes goals in ways that reveal new professional ethics. perspectives. f. Values and acts upon feedback on g. Collaborates with other organizations and performance. agencies to meet goals. g. Identifies the components of a team and the purpose of a team approach. h. Demonstrates acceptance of and respect Level 5 for cultural backgrounds, beliefs, and a. Advocates for the implementation of practices among children and youth. current research and policies relevant to i. Models non-discriminatory behavior. child, adolescent, and family development. b. Advances program practice by working Level 3 collaboratively with other staff to understand and support the adoption of a. Understands how educational practices research and best/promising practices for affect the behaviors of children/youth and children, youth, families, and staff. incorporates changes based on routine self- c. Mediates conflict resolution between others. reflection. 30 Core Competencies Ongoing Professional Growth

d. Obtains current knowledge about cultural competencies and trends in the field of child/youth development.

Level 4 a. Articulates a professional value system and implements ongoing professional self- reflection. Ongoing Professional Growth b. Participates actively in career development and works toward credentials, degrees, Level 1 and/or program accreditation. a. Seeks out knowledge to improve c. Mentors and fosters the professional professional competence and practice. growth of others. b. Accepts feedback and advice and uses it d. Strives to continuously deepen to improve professional competence and understanding of social issues affecting practice. children and youth. c. Studies and learns from one’s own practice e. Participates actively in a leadership role and sets goals to increase skills and abilities in professional associations and builds in child/youth development. professional relationships. d. Understands professional development f. Integrates knowledge of historical, requirements of the field. philosophical, psychological, and social e. Modifies practice based on new knowledge. foundations of child/youth development into planning and decision-making. g. Builds upon personal strengths and Level 2 identifies areas where growth can and a. Looks to and is aware of professional needs to occur. resources. b. Takes advantage of opportunities to improve competence, both for personal Level 5 and professional growth, and for the a. Explores models of professional benefit of children, youth, and families. development and evaluates/assesses c. Continues to improve skills and abilities and opportunities to promote others’ sets goals to advance knowledge based on professional growth. self reflection and performance evaluation. b. Designs staff development opportunities d. Participates actively in professional with colleagues. associations and builds professional c. Participates at local, state, regional, and relationships. national conferences and events to e. Applies knowledge of best/promising disseminate knowledge and establish practices. external professional relationships. f. Continuously increases understanding of d. Understands the change process and different cultural groups in area served. develops practices to support professional growth. e. Uses knowledge of best/promising Level 3 practices to shape practices and policies a. Uses professional resources to improve that positively influence the profession. competence and practice. f. Continually seeks additional knowledge b. Develops and carries out a personal and new approaches related to inclusion, professional development plan. culture, and equity. c. Identifies and works toward career goals.

Core Competencies 31 Leadership and Advocacy c. Demonstrates knowledge of the dynamics of team building and has the ability to Level 1 initiate problem solving and conflict a. Recognizes leadership styles and behaviors resolution strategies for the setting and in self and others (e.g., integrity, ethics, staff. positive energy, vision and mission, setting d. Serves on professional association boards priorities, etc.). and/or other boards, task forces, or b. Understands the need for leadership skills committees. in the child/youth development field. e. Creates opportunities for children, youth, and peers to serve in leadership roles. Level 2 f. Demonstrates a commitment to developing the highest education and quality-of-life a. Support the advancement of the child/ potential of individuals with exceptional youth development field. learning needs. b. Models various leadership styles and Leadership and Advocacy Leadership g. Shares knowledge of the rights and behaviors. responsibilities of children, youth, parents/ c. Understands the importance of providing families, caregivers/educators, and other children, youth, and peers with leadership professionals as related to exceptional opportunities. learning needs. d. Identifies community needs that affect children and youth. e. Uses effective problem solving skills. Level 5 a. Serves as a spokesperson to the community Level 3 and media about child/youth development and best/promising practices in the field. a. Exhibits awareness that certain b. Develops and carries out advocacy plan. behaviors and types of communication c. Develops a work culture that fosters staff among unfamiliar cultures can lead to initiative in solving problems and resolving misinterpretation and misunderstanding. conflicts. b. Demonstrates knowledge of advocacy d. Provides leadership to professional issues. associations and/or other boards, task c. Initiates problem solving and conflict forces, or committees. resolution with the program and staff. e. Advocates for child/youth-adult d. Participates in activities or projects partnerships. sponsored by professional associations and f. Advocates for accessible, affordable, safe, other boards, task forces, or committees. and quality programs for children and e. Supports children, youth, and peers in youth. leadership roles. f. Promotes best/promising practices in youth development to families, administrators, colleagues, and community members.

Level 4 a. Describes legislative processes, including legal and advocacy issues, which impact children, youth, and their families. Communicates this information to others. b. Explains how government policies affect family and child/youth development.

32 Core Competencies Content Area IX: Cultural and Responsiveness Competency Cultural Competency and Responsiveness*

Culture is defined as the intersection of one’s national origin, religion, language, sexual orientation, socio- economic class, age, gender identity, race, ethnicity, and physical/developmental ability. Please remember and refer to this definition throughout this section. Culture encompasses cumulative knowledge, values, behaviors, and practices passed from one generation to the next. Culture is communicated and transferred both consciously and unconsciously and it influences how we think and what we think about; what to judge and how to judge it; how to act and how not to act; what is good and what is bad; what is right and what is wrong; what is appropriate and what is unacceptable. We often take culture for granted and do not think about it unless we are operating outside of the culture we live within, or when our own cultural beliefs and practices are contrasted with another culture’s beliefs and practices.

The following five levels are intended to provide a framework for the development of complex, interconnected, and evolving cultural competencies. Deep engagement in cultural competency work on both personal and organizational levels requires dedication and cumulative and consistent work.

Definitions: ▪▪ Culture: Culture encompasses the evolving identities, beliefs, and practices derived from the intersection of one’s national origin, religion, language, sexual orientation, socioeconomic class, age, gender identity, race/ethnicity, and physical/developmental ability. ▪▪ Cultural Competence: Cultural competency requires holding and practicing a set of congruent behaviors, attitudes, and policies that enable effective interactions with youth within a cross-cultural framework. (Cross, and Bazron, Dennis and Isaacs) ▪▪ Culturally Responsive Programming: “Because children’s family and community backgrounds are core to who they are, how they learn, and what they may need from after school activities, successful programs are ones which are supportive, accessible, and responsive to the different aspects of their lives and identities. Such programs have staff who are sensitive to participants’ backgrounds; materials which reflect diverse cultures, languages and experiences; and ties to young people’s family and community resources. In addition, these programs recognize and respect diverse customs and traditions and do not tolerate bias or discrimination.” (California Tomorrow) ▪▪ Mainstream approaches: “Mainstream approaches reflect the values, norms, and behaviors of the predominant group in power.” (SOAR) Mainstream approaches maintain current systems and ways of operating without regard for changing needs of individuals and communities.

*The starting framework, Kansas and Missouri Core Competencies for Youth Development Professionals, includes eight content areas. For our document, we felt it was important to include two new content areas, Cultural Competency and Responsiveness and Youth Empowerment. As a result, you will find references for external resources that were utilized for the two new content areas.

Core Competencies 33 Level 1 d. Recognizes cultural and environmental a. Develops awareness of own cultural beliefs factors and the effects those factors may and practices. have on behavior and development. b. Willingly seeks new knowledge regarding e. Partners effectively with all families by cultural beliefs and practices. developing reciprocal relationships to c. Demonstrates genuine caring and respect support healthy development of children for individual children and youth. (Palm and youth. Beach County) f. Creates an environment where individual d. Demonstrates fairness and consistency children and youth take pride in their when interacting with children and youth. cultural identities, beliefs, and practices, (Palm Beach County) and value those of their peers. e. Follows program guidelines that include g. Designs learning opportunities that are respect and use of non-discriminatory reflective of the cultures in the community language. and exposes children and youth to the f. Provides an inclusive, welcoming, and community’s cultural diversity. respectful environment for all children, youth, h. Builds relationships with culturally and families. (New York City Department of specific organizations and other relevant Youth and Community Development) community partners.

Level 2 a. Values cultural differences that may affect the ways in which children and youth express individual creativity. b. Provides opportunities for families to share cultural backgrounds, beliefs, and practices. c. Identifies culturally specific organizations as resources for staff and community. d. Creates a safe environment for children and youth to explore their own identities, including cultural beliefs and practices. e. Uses material that demonstrates acceptance of all races, ethnicities, genders, Cultural Competency and Responsiveness Cultural cultures, families, languages, and physical and developmental abilities. f. Demonstrates awareness of and sensitivity to different cultural values and expectations. g. “Familiar with a variety of world cultures, along with associated music, art, literature and trends.” (Asia Society) h. “Integrates international content, issues and perspectives into program plans, events and activities.” (Asia Society) The following two levels contain competencies for individuals at all levels in an organization (front-line staff to executive directors). It is Level 3 important to recognize that people with more a. Continuously deepens own understanding privilege and power have increased opportunities of privilege and oppression. to address social inequities within and outside b. Thinks critically about culturally complex the organization with fewer associated risks, situations and engages in dialogue about and therefore have increased responsibility to privilege and oppression. leverage those opportunities. c. Continuously increases own understanding of different cultural groups, including one’s own cultural identities, beliefs, practices, and biases.

34 Core Competencies Level 4 Level 5 Cultural and Responsiveness Competency a. Possesses and utilizes skills to challenge a. Continually seeks new knowledge and oppressive behavior, assumptions, and approaches related to inclusion, culture, stereotypes as they surface among children and equity. and youth and within the organization. b. Partners with children, youth, and families (Palm Beach County) to support them as advocates, decision b. “Develops understanding of own role makers, and leaders. (Colorado Early and empathy for the struggle of others in Childhood Professional Credential Office) creating system change.” (Forum for Youth c. Advocates for ongoing training and Investment) deepened analysis of systems related to c. “Understands how privilege and oppression equity, privilege, and oppression for all staff impact interactions with children, youth, and program participants. families, and communities.” (Palm Beach d. “Involves oneself in collaborative action County) and advocacy strategies that transform d. Identifies and addresses factors that create local and national systems towards social feelings of exclusion among children and equity.” (Forum for Youth Investment) youth. (New York City Department of Youth and Community Development) e. Engages children, youth, families, and staff in genuine ways and integrates their perspectives into organizational decision- making. f. Advocates for social equity and serves as an example and mentor to other staff regarding cultural competency. g. Continuously analyzes organizational culture, policies, and procedures, and implements changes that foster more equitable and culturally relevant and responsive practices.

Core Competencies 35 Content Area X: Youth Empowerment*

Definitions: ▪▪ Adult Ally: An adult ally is a person who does not identify as a child/youth who acts in partnership with children/youth. Adult allyship is fostered in personal, cultural, social, or institutional relationships by supporting child/youth-led efforts, creating partnerships, or providing formal and informal mentoring. (Fletcher) ▪▪ Adultism: Adultism is a predisposition or preference for adult perspectives, ideas, actions, language, and culture. Adultism commonly excludes children and youth and places adults at the center of decision making on issues affecting children and youth. ▪▪ Youth Empowerment: Youth empowerment is both a goal and a practice through which young people gain the knowledge and skills that support their ability to create change in their lives and the Youth Empowerment Youth world in which they live. (Fletcher) ▪▪ Youth Leadership: Youth leadership is a broad concept related to the knowledge, attitudes, skills, behaviors, and aspirations utilized by one or more children/youth in influencing, motivating, informing, and inspiring desired actions and reactions by others. (The Ohio State University Extension) ▪▪ Youth Voice: The goal of the concept of youth voice is that ideas, opinions, experiences, attitudes, knowledge, and actions of young people are actively sought out and vocalized by placing young people in forums and in decision-making roles to offer their insights, ideas, and experiences. (Fletcher)

These competencies are to be utilized in accordance to developmental stages. Youth empowerment is important at all age levels, but will look different depending on participants’ age levels and developmental stages.

Level 1 f. Involves supervisor when making referrals. a. Listens to and values child/youth input, g. Works comfortably with young people from recognizes that young people are assets to diverse cultural backgrounds. and experts about their communities, and gives children/youth choices. (Innovation Level 2 Center for Community and Youth a. Acts as an ally for young people. Development) b. Implements positive group management; b. Values positive group management shares power and work with children and practices and ensures program participant youth. safety by developing healthy relationships c. Recognizes differences in cultural practices, and appropriate physical and emotional individual personalities, and individual boundaries with children and youth. developmental stages in children and youth c. Incorporates children and youth in the and the ways in which those differences implementation of lessons and activities. impact their capacity, needs, participation, d. Understands different leadership roles for and leadership opportunities in the program. children/youth within programming. d. Provides an environment that helps each e. Celebrates child/youth successes and child/youth know, accept, and take pride supports opportunities to learn from trial in herself or himself and develop a sense of and error. (Kivel) independence.

*The starting framework, Kansas and Missouri Core Competencies for Youth Development Professionals, includes eight content areas. For our document, we felt it was important to include two new content areas, Cultural Competency and Responsiveness and Youth Empowerment. As a result, you will find references for external resources that were utilized for the two new content areas.

36 Core Competencies Youth Empowerment

e. Engages young people in self-reflection c. “Encourages participants to take on leadership experiences. (National responsibility for the content and process Professional Development Task Force) of group work, learn from each other, f. Engages children and youth in program and demonstrate increased leadership.” design, implementation, evaluation, (New York City Department of Youth and and group management according to Community Development) developmental abilities. d. “Encourages and embraces youth voice g. Knows when and how to refer a program by celebrating youth culture and cultural participant to community resources. diversity within the organizational culture h. Develops strong relationships with children and structure.” (Forum for Youth Investment) and youth that encourage youth voice and e. Develops strategies that support foster youth leadership. child/youth voice in program design, i. Understands youth culture and power implementation, evaluation, and group dynamics within the larger community management according to developmental context in which children, youth, and abilities. families live. f. Involves children and youth in developing j. Understands and recognizes adultism. organization/program policy, including program budgeting, financial strategies, Level 3 and organizational priorities. g. Supports the implementation of meaningful a. Shares power and fosters leadership by curricular activities that are informed by providing opportunities for youth-driven youth culture, youth voice, and the cultural programming while effectively fulfilling the beliefs and practices of participants. role as facilitator. h. Advocates for the importance of children b. Understands research, theory, and best/ and youth representing their thoughts, promising practices related to individual feelings, and ideas through creative outlets. growth, development, and learning styles, and applies it to young people in group settings. Level 5 c. Facilitates opportunities for participant a. Develops policies and procedures that involvement in program design, ensure appropriate emotional and physical implementation, evaluation, and group boundaries between staff and participants. management. b. Ensures that program activities support d. Provides tools to foster youth empowerment leadership opportunities for children and and leadership opportunities for participants youth. that align with individual developmental c. Articulates, analyzes, evaluates, and/ needs. or applies current theories and research e. Provides children and youth with related to promoting youth empowerment, leadership opportunities that serve others. youth leadership, and youth voice. f. Recognizes own strengths and limitations d. Creates organizational policies and in engaging children/youth and adults in protocols that support meaningful effective partnerships. participant engagement through youth g. Educates children and youth about their advisory boards and advocates for youth- legal rights. adult partnerships. e. Creates organizational policies and Level 4 protocols that demonstrate the value and need of youth voice, youth leadership, and a. Models positive group management practices youth empowerment. and actions to ensure program participant f. Shares power with youth and interrupts safety by developing healthy relationships adultism within internal and external and appropriate physical and emotional organizational systems, groups, coalitions, boundaries with children and youth. committees, etc. b. Understands and interrupts overt and internalized adultism. (Kivel) Core Competencies 37 Glossary Adult ally orientation, socioeconomic class, age, gender An adult ally is a person who does not identify as a identity, race/ethnicity, and physical/developmental child/youth who acts in partnership with children/ ability. youth. Adult allyship is fostered in personal, cultural, social, or institutional relationships Culturally Responsive Programming by supporting child/youth-led efforts, creating “Because children’s family and community partnerships, or providing formal and informal backgrounds are core to who they are, how they mentoring. (Fletcher) learn, and what they may need from after school activities, successful programs are ones which Adultism are supportive, accessible, and responsive to Adultism is a predisposition or preference for the different aspects of their lives and identities. adult perspectives, ideas, actions, language, Such programs have staff who are sensitive to and culture. Adultism commonly excludes participants’ backgrounds; materials which reflect children and youth and places adults at the diverse cultures, languages and experiences; and center of decision making on issues affecting ties to young people’s family and community resources. In addition, these programs recognize children and youth. and respect diverse customs and traditions and do not tolerate bias or discrimination.” (California Best/promising practices Tomorrow) Evidence based curriculum, programs or approaches. Diversity “Diversity has come to refer to the various Child/Youth Development Professional backgrounds and races that comprise a community, A person who works in the field of childcare, nation or other groupings. In many cases the term afterschool or youth development with children and diversity does not just acknowledge the existence of youth ages 5-18. diversity backgrounds, race, gender, religion, sexual orientation and so on, but implies an appreciation of Cognitive/ cognition these differences.”( The Aspen Institute) Refers to both the knowledge possessed and the youth’s ability to think, reason, learn, and Grade Level Expectations (GLEs): understand. Younger school-age children usually “EALRs now include grade-level expectations think in concrete ways. Older school-age children (GLEs). GLEs specify what a child is to know (adolescents) begin to use more complex ways of and be able to do, grades K-10 in reading and thinking. mathematics. GLEs were developed to clarify the skills and strategies all students need to Common Core Standards demonstrate proficiency in for each of the content National standards of what students are expected to areas.” (Seattle Public Schools) learn in school. Individualized Education Plan (IEP) Cultural Competency “The IEP is designed to clearly communicate Cultural competency requires holding and to the parents, the student, and providers the practicing a set of congruent behaviors, attitudes, type and amount of special education and any and policies that enable effective interactions with necessary related services or supports that will youth within a cross-cultural framework. (Cross, be made available to the student. The most recent and Bazron, Dennis and Isaacs) evaluation report is used to develop the IEP. The IEP is individualized to reflect the unique needs of Culture the student and how these needs will be addressed Culture encompasses the evolving identities, to permit the student to be included and progress beliefs, and practices derived from the intersection in the general education curriculum.” (Office of of one’s national origin, religion, language, sexual Superintendent of Public Instruction)

38 Core Competencies Youth Empowerment Mainstream approaches Youth empowerment is both a goal and a practice “Mainstream approaches reflect the values, norms, through which young people gain the knowledge and behaviors of the predominant group in power.” and skills that support their ability to create change (SOAR) Mainstream approaches maintain current in their lives and the world in which they live. systems and ways of operating without regard for (Fletcher) changing needs of individuals and communities. Youth Leadership Mandated Reporter Youth leadership is a broad concept related to Professionals who are legally required to report the knowledge, attitudes, skills, behaviors, and child abuse or neglect. aspirations utilized by one or more children/youth in influencing, motivating, informing, and inspiring Mental health desired actions and reactions by others. (The Ohio “Mental health can be conceptualized as a state of State University Extension) well-being in which the individual realizes his or her own abilities, can cope with the normal stresses Youth Voice of life, can work productively and fruitfully, The goal of the concept of youth voice is that ideas, and is able to make a contribution to his or her opinions, experiences, attitudes, knowledge, and community.” (World Health Organization) actions of young people are actively sought out and vocalized by placing young people in forums Oppression and in decision making roles to offer their insights, The exercise of authority or power in an unjust ideas, and experiences. (Fletcher) manner, the results of which benefit one group over another and is maintained by social practices and Washington State Essential Academic Learning beliefs. Requirements (EALRs) These requirements define what all students should Privilege know and be able to do at each grade level, they Rights, benefits, or access to systems/institutions include the subject areas of reading, writing, granted as entitlement to a person based on mathematics, science and social studies. their membership of a group (i.e. race, sexual orientation, gender, age, etc.). Wellness “Wellness is a state of complete physical, mental Professional Development: and social well-being and not merely the absence of Opportunities that enhance a practitioner’s disease or infirmity.” (World Health Organization) knowledge and skills and impacts attitudes/beliefs; this may include workshops, conference, coaching, team building, etc.

Special Needs The needs of students who are identified and receive special education services in public schools in accordance with the Individuals with Disabilities Education Improvement Act of 2004.

Strengths-based, family centered approach A framework that places family as its focal point, instead of the child, focusing on family strengths and families’ ability to problem solve. It incorporates collaboration between schools families and service providers, emphasizing partnerships and community building.

Core Competencies 39 References

Asia Society. (2010). Retrieved September 2010 from http://asiasociety.org/files/afterschool-youthworker.pdf

The Aspen Institute. Glossary for Understanding the Dismantling Structural Racism/Promoting Racial Equity Analysis.

California Tomorrow. Addressing Equity and Diversity: Tools for Change in Afterschool and Youth Programs. Introduction to Toolkit.

Colorado Early Childhood Professional Credential Office. (2005). Bridge to Excellence: SchoolAge/Youth Development Career Lattice. Colorado Early Childhood Professional Credential Office, Denver CO.

Cross, T., and Bazron, B.J., Dennis, K.W., and Isaacs, M.R. (1992). Towards a Culturally Competent System of Care. Volume 1. National Technical Assistance Center for Children’s Mental Heath, Georgetown University Child Development Center, Washington, DC.

Forum for Youth Investment. (2004). Forum Interview with Shawn A. Ginwright. Forum Focus, Countering Structural Racism. Volume 2, Issue 3. July/August 2004.

Fletcher, Adam. Youth Voice Glossary. The FreeChild Project. Retrieved December 2009 from http://www.freechild.org/ glossary.htm

Innovation Center for Community and Youth Development. (2004). Creating Change: How Organizations Connect with Youth, Build communities, and Strengthen Themselves. Retrieved December 2009 from http://www.theinnovationcenter.org/ files/CreatingChange.pdf

Kansas and Missouri. (2001). Core Competencies for Youth Development Professionals. First Edition.

Kivel, Paul. (2006). Alliance: What Do Young People Need From Us?. Retrieved December 2009 from http://www.paulkivel. com/resources/adultismalliance.pdf

National Professional Development Task Force. (2004). New Foundations for the 4-H Youth Development Profession. National 4-H Headquarters, Cooperative State Research Education and Extension Service, USDA.

New York City Department of Youth and Community Development. (2008). Core Competencies for Youth Work Professionals.

Office of Superintendent of Public Instruction. Retrieved September 2010 from http://www.k12.wa.us/SpecialEd/Families/IEPs/ ModelForms.aspx

The Ohio State University Extension. Youth Leadership Development Program Basics. 4-H Teen Leadership. Retrieved September 2010 from http://ohioline.osu.edu/4-H/tl19.html

Palm Beach County. (2008). Creating a Path Towards Success: Core Competencies for Afterschool Practitioners.

SOAR. Multicultural Youth Leadership. Seattle, WA.

Seattle Public Schools. Retrieved September 2009 from http://www.seattleschools.org/area/advlearning/standards.htm

World Health Organization. Retrieved September 2010 from http://www.who.int/mediacentre/factsheets/fs220/en/

All references were current at the time of publication but may have been revised or gone out of print.

40 Core Competencies

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